Explore And Discover Guidance Questions #1

TABLE OF CONTENTS
Project Description ______________________________________ 1
Performance Standards Driving This Project ___________________ 2
Before You Begin _______________________________________ 4
Project Procedure
Rome, Introduced _______________________________________________ 7
Rome, Extended ________________________________________________ 12
Rome, Focused _________________________________________________ 13
Rome, Documented _____________________________________________ 16
Culminating Event _______________________________________________ 19
Appendix (begins after page 19)
Learning to Storyboard
Related Internet Resources
Explore and Discover Guidance Questions #1, #2, and #3
Sample Rubric for Multimedia Presentation
Certificate
This project was created for Immersive Education by TechKNOW Associates Corporation:
26 Lori Street, Monroe Township, NJ 08831, U.S.A. (800) 656 – 0432
For additional information, visit our website: www.techKNOWassociates.com/kar2ouche
© 2002 Immersive Education. All rights reserved.
Permission is hereby granted to educators to make copies of portions or all the content of this project,
provided that the purposes of the copying are educational and entirely noncommercial.
Your class has the chance to make ancient Rome come to life!
P ROJECT D ESCRIPTION
The scope of the Rome: In Focus project is to involve your
class in chronicling the events from the history of the Roman
republic and empire. Through the use of thematic software,
your students will learn about the people and history of the
Roman world, making ancient times and long vanished voices
come alive.
Rome: In Focus is aimed at learners in grades 5-9 and provides students with the
opportunity to master historical content, to learn and strengthen research skills,
and to build upon language and critical thinking skills using technology as a
medium for learning. Through the use of electronic and print primary and
secondary source documents, your students will experience historical events and
demonstrate their understanding of this content in new and creative ways.
This project centers upon the historical inquiry theory of instruction, calling for
cooperative groups of students to personalize history by conducting close
investigations of historic events. Rome: In Focus capitalizes on the latest research
in “brain-compatible learning”1 and the intrinsically creative nature of students,
challenging them to learn about history by creating products that demonstrate
comprehension and higher-order thinking skills.
Rome: In Focus is driven by the national standards of several disciplines, including
social studies, geography, language arts, and the arts. The structure of the project
encourages students to learn by providing a comprehensive introduction, two
distinct but interrelated learning phases, and a culminating event in which students
demonstrate their learning and creativity to an audience of their peers and other
invited guests.
F
F
F
Rome, Introduced: Students will learn content-specific vocabulary necessary for
an understanding of Roman history. They will engage in a series of activities that
assess and augment their background knowledge of ancient Rome. Working
cooperatively, they will create a time line, chronicling emperors from the Roman
Republic to the Roman Empire.
Rome, Focused: Students will conduct in-depth research on specific topics from
Roman history. They will complete a variety of hands-on activities to support
their research. Each group will create a multimedia presentation of their
research to present to the class.
Rome, Documented: Students will research various aspects of ancient Rome.
They will demonstrate their learning by creating animated “interviews” with
various Roman inhabitants. Their individual animations will be combined to
create a class documentary on daily life in ancient Rome.
Required Software
c Kar2ouche Composer: Primary Curriculum Romans
c Word Processing Software (such as Microsoft Word or AppleWorks)
1
Jensen, E. Teaching With The Brain In Mind
Page 1
N ATIONAL P ERFORMANCE S TANDARDS
D RIVING THIS PROJECT
Social Studies Standards:
National Council for the Social Studies: http://www.ncss.org/standards/2.0.html
c Strand #1: Culture – Students will develop and demonstrate an
understanding of culture and cultural diversity.
c Strand #2: Time, Continuity, and Change – Students will develop and
demonstrate an understanding of the ways human beings view themselves
over time.
c Strand #3: People, Places, and Environments –
Students will develop and demonstrate an
understanding of people, places, and environments.
c Strand #5: Individuals, Groups, and Institutions –
Students will develop and demonstrate an
understanding of how institutions directly influence
group and individual behavior.
c Strand #6: Power. Authority, and Government –
Students will develop and demonstrate an
understanding of how people create and change the
structures or power, authority, and government.
English Language Arts Standards:
National Council of Teachers of English:
http://www.ncte.org/standards/standards.shtml
c Standard 1: Students read a wide range of print and
non-print texts to build an understanding of texts, of
themselves, and of the cultures of the world.
c Standard 4: Students adjust their use of spoken,
written, and visual language to communicate
effectively with a variety of audiences and for different
purposes.
c Standard 5: Students employ a wide range of strategies as they write and
use different writing process elements appropriately to communicate with
different audiences for a variety of purposes.
c Standard 6: Students apply knowledge of language structure, language
conventions (e.g., spelling and punctuation), media techniques, figurative
language, and genre to create, critique, and discuss print and non-print
texts.
c Standard 7: Students conduct research on issues and interests by
generating ideas and questions, and by posing problems. They gather,
evaluate, and synthesize data from a variety of sources to communicate their
discoveries in ways that suit their purpose and audience.
c Standard 12: Students use spoken, written, and visual language to
accomplish their own purposes (e.g., for learning, enjoyment, persuasion,
and the exchange of information).
Page 2
Geography Standards:
National Geographic:
http://www.nationalgeographic.com/resources/ngo/education/standardslist.html
c Standard 1: Students will learn and demonstrate how to
use maps and other geographic representations, tools, and
technologies to acquire, process, and report information.
c Standard 2: Students will learn and demonstrate how to
use mental maps to organize information about people,
places, and environments in a spatial context.
c Standard 4; Students will learn about the physical and
human characteristics of places.
c Standard 6: Students will learn how culture and
experience influence people's perception of places and
regions.
c Standard 9: Students will learn about the characteristics, distribution, and
migration of human populations on earth's surface.
c Standard 13: Students will learn how the forces of cooperation and conflict
among people influence the division and control of earth’s surface.
c Standard 17: Students will learn how to apply geography to interpret the
past.
Art Standards
National Standards for Arts Education:
http://artsedge.kennedy%D0center.org/professional_resources/standards/natstandards/index.html
c Content Standard 1: Students will understand and apply media,
techniques, and processes.
c Content Standard 4: Students will understand the
visual arts in relation to history and cultures.
c Content Standard 5: Students will reflect upon and
assess the characteristics and merits of their work and
the work of others.
Page 3
B EFORE Y OU B EGIN
A project of this scope and magnitude takes planning. Here are some things to
consider before you begin this project:
Do I Have To Complete Everything?
The project plan is designed to meet the needs of a variety of classroom
environments and curriculums. However, it may be too extensive for a single class
to complete. Read through the whole plan and select the activities that are
appropriate for your class. Make sure you have all the materials you need before
beginning any part of the project. Also, feel free to change and adapt any aspect of
the project to suit the interests and needs of your students.
Although the phases of the project are designed to work together, each phase meets
specific content objectives. You may consider doing only one phase, especially if this
is the first time you are engaging in a project such as this.
This project can stand alone as a study of Roman history, or it can be part of a
historical continuum if it follows the Kar2ouche: Egyptians project.
Should Cooperative Learning Be Used With This Project?
Yes! Cooperative learning is an integral component of this project. If you haven’t
used cooperative learning before, you will want to ease into it. Conduct an Internet
search for web sites that will offer you guidance in setting up a cooperative learning
experience.2
How Long Will This Project Take?
The estimated time frame for completing the entire project is eight to ten weeks.
However, there are many variables (such as the number of computers you have and
the parts of the project that you decide to complete) that may affect the actual time
it will take your class to complete the project.
Each section includes a suggested time frame, but you may have to adjust this for
your students’ needs. Once you begin this project, it is important to set up a time
frame and stick with it. Planning when to have your culminating activity and giving
students a real deadline will help keep them focused throughout this project.
Can More Than One Class Participate In The Project?
Yes! This project encourages student creativity: no two finished projects will be the
same. Including several classes will enrich your culminating activity. By working
with other teachers or the librarian, this can be a school-wide project. Each
class/grade can participate at its own level.
For the culminating activity, each class can give a short presentation of
their best work. To keep the event to a reasonable length, limit each class
to a specific amount of time for presentation. Set up a gallery of projects
to make sure all students’ work is seen and appreciated by visitors.
2
You can learn more about cooperative learning strategies at:
http://ss.uno.edu/SS/homePages/CoopTips.html
Page 4
How Do I Structure An Interdisciplinary Project?
Experts agree3 that an interdisciplinary approach to learning can give students a
richer understanding and increase their interest in a topic, as well as provide a
context for learning. One of the better ways to do this is to have several teachers of
different content areas collaborate in implementing this project.
There are two ways to structure collaborative teaching:
c One teacher coordinates the project and employs other teachers as resources.
(The science teacher helps with the project’s science-related activities; the
social studies teacher helps with geography and map making, etc.)
c Divide the project ahead of time amongst several teachers according to
content.
One teacher should take the responsibility of coordinating the project. No matter
how you structure the project, collaboration takes careful planning and
communication. Use email or arrange common planning time to organize each
phase of the project.
Even if collaborative teaching is not an appropriate choice for your school, you can
still do this project. Start by determining the goals and objectives that you want to
address. Then establish which aspects of the project will help you meet those
learning goals. If you only have one period a day with students, time may be an
important factor. Students may be able to complete part of the project outside of
class time.
How Many Computers Do I Need?
This project is designed to work in a wide variety of school settings. You can
complete this project whether you have one computer in the classroom, several
computers in the classroom, access to a computer lab or media center, or laptop
computers. Many of the activities present options for working without a computer.
There are several things that you must do before your students can use the
computer.
You should:
c Arrange computer(s) and desks (if possible) to accommodate group work.
c Establish rules and procedures for using the computers and Internet.
c Set up a time schedule for students so they know what they’re doing and
when it is due.
c Demonstrate each program or activity on the computer to the whole class.
c Limit students to one activity at a time.
Students should be prepared before going to the computer. You can assign one or
two “computer savvy” students to help other students with simple tasks, like
Internet searches or saving documents.
3
For more information on the benefits of interdisciplinary instruction, visit:
http://www.nwrel.org/scpd/sirs/8/c016.html.
Page 5
Do I Need To Do Anything On The Computer?
You will need to install Kar2ouche: Romans on your computers.
This program is required for each phase of the project.
Students will learn to use the program as they work through
the subsequent phases. If you need additional support, see the
online tutorial at:
http://www.kar2ouche.com/support/tutorial.htm.
In addition, the following is a checklist of things that you
should complete before introducing this project to your
students:
q Any software students will need should be preinstalled into each computer. In addition to
Kar2ouche: Romans, students should have access
to a word processing program.
q You will need to hear and record sound for this
project. Make sure your speakers and microphone
are installed and working.
q Bookmark any Internet links students will be
using. Make sure any necessary plug-ins (such as
QuickTime, Flash, etc.) are loaded and working.
q Prepare for what to do if the technology doesn’t
work. If the printer breaks, or your connection to
the Internet goes down, you should have activities
ready as substitutes.
What Planning Should I Do With My Students?
Be sure to review the rubrics and any other assessments you will be using ahead of
time, so students know what is expected of them. This project encourages students
to make choices among activities. Allow students to be creative in developing their
finished products. This will give them a stronger sense of ownership and motivation.
How Will Students Benefit From Engaging In This Project?
Project-based learning, as exemplified by the activities suggested here, has many
advantages. It can appeal to a variety of learning styles, help to motivate students,
and promote skill building by providing hands-on, real-world experiences.
Each part of the project includes motivating and engaging tasks for students to
explore. As students complete each section, they are developing skills that will
enable them to express themselves and communicate their ideas more effectively.
Regardless of each child’s individual abilities, everyone will learn and feel that their
contribution is important and respected.
Best Of All, Project-Based Learning Is Fun For
Students And Exciting For Teachers!
Page 6
R OME , I NTRODUCED
Estimated Time Frame: Two to Three Weeks
Preparing For The Project
Begin your preparation by reviewing the project’s goals and activities.
Read the project from cover to cover and become familiar with all of its
features. Be sure to review the critical primary and secondary source
materials associated with Roman history, for your students will be
using many of them. Visit and bookmark the web sites included in the
project appendix.
Next, prepare your room. Using the Kar2ouche: Romans software, create
some scenes depicting the history of Rome. Print these out and place
them in a section of your room that will be dedicated to displaying work
from the project. You can use a caption to describe the scene, or you
may wish to leave the caption off and allow your students to label these
as they increase their knowledge of Roman history. Visit sites that
display Roman art and architecture and print samples. Hang them in
your room and refer to them as you and your students engage in the project.
Forming Cooperative Groups
Begin by initiating a discussion with your students about the project and all it
entails. Explain the historical focus and the project’s activities and requirements.
Ask students to explain what they are being asked to do to ensure their
understanding. You may wish to make handouts for the class to keep and read.
Next, ask your students to form cooperative groups. Ideally, there should be no
more than four to five students per group. Each student should assume a role
within the group so as to ensure that all of the group’s responsibilities are equitably
distributed. Possible roles include leader, recorder, reporter, researcher, proofreader,
etc. You may wish to assign roles at first and then allow the group to change these
as conditions allow.
Keeping A Project Notebook
Have our students keep a project notebook just for work on this project. Encourage
students to keep all their notes, ideas, research, and sketches in this notebook. In
addition, students should reserve separate sections of the notebook for selfreflection and vocabulary:
c Self-reflection: Students should reserve a separate section of the notebook for
reflection. Have students reflect on what they’ve learned after each class
session. Asking your students to think about their learning is an excellent
way of getting them to realize just how much they’ve learned and to think
about what else they would like to know.
c Vocabulary: Students should reserve a separate section of the notebook for
new vocabulary. Tell your students that it is their responsibility to add at
least four new words to their notebooks each week, and that they are to
define the word and then use it in a sentence of their own. Reserve time each
week to review these entries, and tell your class that they will need these
words for one of the activities later in the project. Make sure that students
can use the words correctly and in varied contexts of their own creation.
Page 7
Creating a Roman Dictionary
This activity is designed to assess students’ prior knowledge as well as provide
students with an opportunity to build content specific vocabulary that will help
them with their study of ancient Rome. At the same time, you will introduce your
students to the Kar2ouche: Romans software, which will be an integral component
to completing the project.
Assessing Prior Knowledge
Begin by gauging your students’ prior knowledge of Rome and Roman history. Place
the following words on the board or on chart paper:
Amphitheatre
Villa
Cavalry
Mosaic
Latin
Gaul
Empire
Basilica
Briton
Toga
Emperor
Bath House
Celt
Gladiator
Londinium
Centurion
Secutor
Saxon
Signifer
Forum
After you have posted this list, review it with the class. Make sure that all of your
students can pronounce each word correctly. Do not define the words or give
students clues as to their meanings at this time.
Next, ask each group to write a sentence using each word. Tell your students that
they can write whatever they know—or think that they know—about these words in
their sentences. Assure them that if they don’t know anything about a word, they
should attempt to write something that seems to make sense. Remind your students
that this is a cooperative effort and that they can and
should work collaboratively.
Allow the groups time to finish. Ask them to review each
of their sentences. Then ask the class to come together to
share their sentences with the class. Discuss the ways in
which the vocabulary words were used. Compare and
contrast the various groups’ answers using chart paper
or the board. Don’t worry about correcting usage at this
time; this will come a bit later. Make sure all of the
words have been discussed and that all students have
the chance to participate in the discussion before moving
on.
Building Content-specific Vocabulary
Next, each group will research five of the words from the list. Divide the words
evenly among the cooperative groups to make sure that each word is researched by
at least one group. Students should begin their research in the Text Audio section
in Kar2ouche: Romans. Direct students to use the glossary to find the definitions of
the words listed. They should rewrite the definitions in their own words. They
should also write a new sentence for each of their words.
When the groups finish, ask them to create a graphic organizer like the one below in
which they compare and contrast what they thought the words meant and what the
words actually mean. When they have completed this task, ask each group to share
its work with the class.
Page 8
Word
We thought it meant
We know it means
Finally, the class will work cooperatively to create a Mini Dictionary of Roman Words
using Kar2ouche: Romans. Each word should be explained in a separate frame.
Students should find a background, character, and/or prop to illustrate each word.
They should use text bubbles to write the definition and sample sentence for each
word.
Each group will contribute to the final class dictionary. If more than one group
defines the same word, choose which group will contribute which words. These
dictionaries will be a valuable reference for students as they continue with the
project.
Technology Tip: When printing out the frames, students should choose to
print 4 frames per page in “Landscape.” Make enough copies so that each
group can make its own mini-dictionary. Each group can create a cover for
its dictionary. Have students put the words in alphabetical order and bind
them using staples or thread. For more information about book publishing
using Kar2ouche, you can request a free copy of A Guide to Publishing
Student Work from: [email protected].
Creating a Time Line of Historic Events
In order to give your students a general understanding and overview of time period
they are about to study, it is important to place the gulf of time in terms that
students can comprehend. One method of accomplishing this goal is to create a
time line.
Begin by creating a large time line encompassing the years from 753 BCE to 455
CE. The time line should be large enough for the whole class to add information. To
start, include 10 to 12 important events and discuss them with your students. Use
the following web sites as a resource for creating this time line:
•
•
•
http://www.bbc.co.uk/schools/romans/timeline.shtml
http://chaos1.hypermart.net/roman/tre.html
http://www.bitsofhistory.com/info/timeline.html
This will provide students with a foundation on which to build. The time line will be
used as a resource throughout the project. At the end of each activity have students
add information and dates to the time line as appropriate.
For more information about making and using time lines, visit:
http://www.socialstudiesforkids.com/articles/howtomakeatimeline1.htm
Page 9
Choosing Topics and Conducting Research
Place the following names of famous Roman emperors on chart paper or on the
board and ask each group to choose one to research. Make sure that each name is
assigned to a group. If you have fewer than nine groups, you may need to assign
more than one name to some groups.
Augustus
Constantine the Great
Nero
Caligula
Hadrian
Romulus Augustulus
Commodus
Julius Caesar
Tarquinius Superbus
Distribute Explore and Discover Guidance Questions #1 to your students. Tell your
students to answer the questions for their chosen emperor. This will help guide
their research. Associated web sites for each of these individuals are located in the
project appendix. In addition, encourage your students to use print and other
resources to supplement their learning.
Technology Tip: Students may want to download pictures from their
research to use later in the project. On a Windows-based computer you can
download a graphic by right-clicking and selecting “Save Picture As…” On a
Macintosh computer you can download a graphic by holding the mouse
button down and selecting “Download image to Disk.”
Students should save all of their graphic images in one folder to help them
find them later. Remind students to keep track of where they get their
images and information so that they can cite their sources as necessary.
Charting The Results
When the research is completed, ask each group to present its findings to the class.
As each group presents, ask the other students to take notes, ask questions and
provide constructive feedback. Remind students that everyone is responsible for all
of the information being presented.
When a group finishes presenting, have one student post the subject of the research
and the years covered by the topic on your class time line. The following chart is an
example of information the finished time line should include:
Tarquinius Superbus:
Julius Caesar
Augustus:
Caligula
Nero
Hadrian
Commodus
Constantine the Great:
Romulus Augustulus
Page 10
534-510 BCE
49-44 BCE
27 BCE – 14 CE
37-41 CE
54-68 CE
117-138 CE
180-192 CE
324-337 CE
475-476 CE
Next, ask students to put the information in perspective by answer the following
questions:
1.
2.
3.
4.
5.
Approximately how many years has it been since Rome was founded?
Approximately how many years since the end of the Roman Empire?
How long did the Roman Republic and Empire last?
How long did each emperor listed rule?
Which emperor ruled the shortest? Which ruled the longest?
Encourage students to come up with their own questions as well.
Creating a Multimedia Time Line
Each group will use their notes from the previous presentations to create a time line
of important emperors using Kar2ouche: Romans. Students will create a frame for
each emperor. They should provide basic information about each of the emperors,
including the years they ruled, as well as some key facts about each person.
Students should include a short explanation of why this person is important or
significant to a study of ancient Rome. Students should use appropriate graphics
(backgrounds, characters, and props) to represent each topic.
Technology Tip: Students may want to include information from their
research that is not depicted in the Kar2ouche: Romans palettes. Students
can load their own digital image as a background using the “Quick Palette.”
To do this, click the orange folder icon and choose the image you want to use.
This will be the first of several presentations that students will create using
Kar2ouche: Romans. An important part of creating a presentation is planning. Help
students establish good habits in planning that will help them throughout this
project.
Prior to going to the computer, students should create a storyboard that outlines or
shows what will be included on each frame of the presentation. For additional
information and resources about using storyboards to plan multimedia
presentations, refer to Learning to Storyboard in the Appendix.
Remember to provide students with the rubric that will be used to assess their
finished work. A sample rubric for a presentation is provided in the Appendix. You
may need to customize this rubric to meet the needs of your students.
Page 11
R OME , E XTENDED (A T RANSITIONAL R EADING A CTIVITY )
This activity will introduce students to the mythical founding of Rome. Begin by
having students read the legend of “Romulus and Remus” included on the
Kar2ouche: Romans software. This story may be read aloud in groups or
individually. Encourage students to take notes on the reading.
You can use the following questions to help guide student
reading:
c Who were Romulus and Remus?
c What was so extraordinary about their upbringing?
c Where did they live?
c Why did Romulus kill Remus?
c When did this happen?
c How did this story affect Rome?
Have each group create a graphic organizer demonstrating
their response to one of the guide questions.
Technology Tip: Students can create their graphic organizer as a single
frame in Kar2ouche: Romans. They should plan their graphic organizer on
paper before going to the computer. Students can use background images,
characters, and props to display their topic. They can write the description of
the topic in the caption area. To include facts, information, or subtopics,
students can use thought bubbles and speech bubbles.
Next, have students read a different version of the legend. Ask students to compare
and contrast the two versions of the legends. How are they similar? How are they
different? You may use a print resource or visit one of the following web sites.
•
•
•
http://www.iol.ie/~coolmine/typ/romans/romans9.html
http://home.clara.net/hetha/Romans/legend_of_rome.htm
http://www.springwolf.com/wolves/nature/romulus.htm
Finally, students can demonstrate their understanding of the two readings by
creating a comic strip version of the legend. Each group will use Kar2ouche: Romans
to create its own comic strip. The finished strip should be 5 to 8 frames long and
should combine information from both versions of the legend that they read. After
each group has finished, have them present their finished strip to the class.
Compare and contrast how each group interpreted the legend.
Teacher Tip: A good way of assuring that your students benefit from this
reading activity is to organize it so that it includes:
• A pre-reading activity that prepares your students for the text.
• Reading comprehension strategies for use during reading.
• A post-reading activity that assesses what students have learned.
For more ideas on how to better organize and enrich reading activities, visit:
• http://www.rigby.com/teachers/articles/ideas.asp
• http://www.fln.vcu.edu/ld/read.html
Page 12
R OME , F OCUSED
Estimated Time Frame: Two to Three Weeks
Begin by congratulating your students on the work they have done up to this point.
Tell them that they will now put of the information they have been gathering to good
use as they conduct deeper research into one or more topics on the history of Rome.
Students will use this research to create a slideshow presentation. Each group will
also complete hands-on activities that support their research.
Place the following topics on chart paper or on the board and ask each group to
choose a different topic on which to focus. It is not necessary that every topic be
covered. However, if time permits, some groups may want to research and present
on more than one topic.
Aegyptus (Egypt)
Gaul
Britannia
Goths, Huns, and
Vandals
Carthage
Etruscans
Hispania / Lusitania
Syria
Distribute Explore and Discover Guidance Questions #2 to your students. Tell your
students to use the questions on the handout to help guide their research and not
to answer each question separately. Associated web sites for each of these topics are
located in the project appendix. In addition, encourage your students to use print
and other resources to supplement their learning.
Each group will present their research using Kar2ouche: Romans. Decide ahead of
time how long each presentation should be. For example, you might want each
group to create a presentation of 6 to 8 slides. Provide students with the rubric you
plan to use. A sample rubric for a presentation can be found in the Appendix. Be
sure that all students understand how their work will be evaluated and the tasks
that they must complete.
Teaching Tip: As your students conduct their research, guide them when
needed. Try not to answer their questions about the content matter; rather,
direct them to sources from which they can discover the answers for
themselves.
Page 13
Encourage students to be creative in how they present their research. Students
should take advantage of the many features of Kar2ouche: Romans, such as having
characters introduce concepts and ideas. The best presentations will include both
narration and dialogue (audio). Students should use tone and inflection to make
their audio interesting and add to the overall quality of the presentation.
Technology Tip: There are three types of audio tracks that can be added to
Kar2ouche: Romans:
• Pre-recorded audio: Add individual audio clips by dragging the speaker
icons from the “Text Audio” onto the thumbnail of the frame.
• Imported sound files: Import sound files by clicking the “folder” icon in the
Audio Control Panel and finding the desired audio file on your computer.
• Record your own audio: Record your own audio by clicking on the “red
microphone” in the Audio Control Panel. Click a second time to stop
recording. Remember: make sure your microphone and speakers are
installed and working.
Hands-On Activities
To ensure that your students gain a deeper understanding of and appreciation for
Roman history, ask them to complete the “Hands-On Activities” included with each
topic. There are two activities for each topic. Students within a cooperative group
may choose to work on both of the activities together or divide the work among the
members of the group.
Students should include these activities as part of their groups’ presentation. The
following suggestions will guide you and your students in how to do this:
c Adding text-based work: If the activity involves creating an letter, journal,
diary, poem, or song, students can import the text using “copy” and “paste”
features. Remind students to use appropriate backgrounds, characters, and
props to illustrate their text.
c Adding a model, map, drawing, or other creative activity: Students should use
a digital camera or scanner to capture their model, map, drawing, or other
creative activity. You can import these digital images as a background using
the “Quick Palette.” Click the orange folder icon and choose the image you
want to use. Remind students to use the text and audio features to provide a
description and/or explanation of the activity.
Each group will show their presentation to the class. Encourage
students to take notes, ask questions of the presenters, and offer
constructive criticism of the work.
Page 14
Acting Roman (An Optional Enrichment Activity)
If your students like to perform, you may want to provide them with an opportunity
to write and act out their own skits, based on the research the conducted. Students
can use the following ideas or come up with their own ideas:
c Aegyptus (Egypt): Write a skit depicting a
scene of Roman senators debating whether
or not to execute Cleopatra.
c Britannia: Write a skit interviewing
Boudicca about her rebellion against the
Romans.
c Carthage: Write a skit interviewing Hannibal
about his invasion into Italy.
c Etruscans: Write a skit about taking a tour
of the Etruscan tombs.
c Gaul: Write a skit in which Julius Caesar
explains why he chose to conquer Gaul and
what he gained by doing so.
c Goths, Huns, and Vandals: Write a skit in
which Attila outlines his plans for invading
Rome.
c Hispania / Lusitania: Write a skit that
depicts a scene from Emperor Hadrian’s
early life in Hispania.
c Syria: Write a skit interviewing Zenobia that
depicts how she impacted Syrian history.
These skits may be performed live at the culminating activity, or videotaped and
presented as movies. Be sure to establish clear guidelines as to how involved you
want students to get with sets, costumes, etc. A full-blown production can be a lot
of work.
LITERATURE CONNECTIONS
The following books can be used as either whole class reading or independent
readings:
c
c
c
c
c
c
c
The Eagle of the Ninth or The Silver Branch by Rosemary Sutcliff
I Marched with Hannibal by Hans Baumann
The Young Carthaginian by G. A. Henty
The Ides of April by Mary Ray
Galen: The Life of a Boy in Imperial Rome by Marissa Moss
Detectives in Togas and Mystery of the Roman Ransom by Henry Winterfeld
Asterix the Gladiator by Rene de Goscinny
You can also use related books for our read-aloud time. Look for books about
Roman myths and legends, for example.
Page 15
R OME , D OCUMENTED
Estimated Time Frame: Three to Four Weeks
In this final part of the project, students will research various aspects of ancient
Rome. Using Kar2ouche: Romans software, they will create a documentary that
includes animated “interviews” with various Roman inhabitants.
Documenting Daily Life in Ancient Rome
Now that your students have a good historical background, they will take a look at
the life and times of ancient Rome. Each cooperative group will research a topic
related to Roman life. They will demonstrate learning by “interviewing” various
inhabitants of the Roman Republic and/or Empire. These animated interviews,
created using Kar2ouche: Romans will be combined to create a class documentary.
Before beginning the research for this activity, make sure our students have a
general familiarity with the structure and purpose of a documentary. You may have
students look up the word “documentary” in a dictionary as well as provide them
with the following definition:
A work, such as a film or television program, presenting political, social, or
historical subject matter in a factual and informative manner and often
consisting of actual news films or interviews accompanied by narration.4
You may want to show some examples of documentaries that aren’t mere
presentations of facts. Point out how good documentaries incorporate artistic and
dramatic elements to educate as well as entertain the viewer. Ask your students to
make specific note of how interviews are used in a documentary to provide firsthand information about the topic.
You may also want to spend some time discussing questioning techniques in
interviews. Although these simulated interviews will be scripted, point out to
students that open-ended questions, which prompt extended responses, will
create a more interesting, entertaining, and realistic interview. In addition,
interviewing several people with
different points of view will also
increase the quality of the
documentary and add to the
realism. Make sure your students
understand what they are expected
to do before beginning the research
part of this project.
4
http://dictionary.com
Page 16
Research
Place the following topics on chart paper or on the board and ask each group to
choose a different topic on which to focus. It is not necessary that ever topic be
covered. However, if time permits, some groups may want to research and present
on more than one topic.
Amphitheaters
and Coliseums
Aqueducts and
Plumbing
Gladiatorial Games
The Punic Wars
Roman Families
Roman Roads
Laws and
Politics
Slaver and Slave
Revolts
Distribute Explore and Discover Guidance Questions #3 to your students. Tell your
students to use the questions on the handout to help guide their research rather
than answer each question separately. Associated web sites for each of these topics
are located in the project appendix. In addition, encourage your students to use
print and other resources to supplement their learning. After students have
researched their topic, they will “interview” at least two people, from different
backgrounds and social classes, about their topic.
Creating an animation requires careful planning. Students should create
storyboards carefully detailing their plan. They should write out the entire script for
their interview as part of this planning process. Provide time for each group to
present its storyboard to the class prior to working on the computer. Having
students articulate their ideas will help ensure they have a clear, well-developed
plan.
Animation requires movement of characters. Students will use Kar2ouche: Romans
to create their animation. The following tips will help students create a sense of
movement in their animations:
•
Shorten the frame length: The default for each frame is 10
seconds. However, you can shorten this to as little as 0.1
seconds. Click the “Timeline” tab in the Presentation area.
You can drag the right-hand side of each frame to shorten
or lengthen the time.
• Use transitions: Adding transitions such as “fade” can
enhance your animation by smoothing movement on the
screen. There are two ways to add transitions. In the
Composition are you can click the “Transition” button on
the top right of a frame to select the desired transition. You
can also click the “Transition” tab in the Presentation
area and drag the desired transition onto the frame.
Page 17
•
Duplicate frames: Save time by duplicating frames and
moving the characters slightly. To do this, drag the frame
you want to duplicate onto the “New Frame” icon. Then
slightly change the scale, rotation, or pose of the
characters in the new frame. Repeat as necessary.
Note: When you duplicate a frame, you maintain the same
frame length and transition.
Technology Tip: You can publish the interviews on your school’s web site
by saving the storyboard as a movie. After the animations are finished, click
the “Save Movie” button. Note, however, that transitions will not be
preserved in movie format.
After all the groups have finished their individual animations, you can combine
them into a single document as a documentary. Begin by having students discuss
and determine a logical sequence for the interviews. Next, drag the “Load” icon onto
the “New Frame” icon. Choose one of the individual animations and it will load into
the storyboard. Repeat this for each of the interviews. Make sure you save often.
Students may want to add introductions and other narrations to the documentary
to give it more authenticity. For example, students can include their time lines from
the first part of this project (Rome, Introduced) as a general introduction.
Page 18
T HE C ULMINATING E VENT
After completing all this work, it is time to celebrate student achievement. This is
one of the more important aspects to the project and will give your students a
genuine opportunity to share their accomplishments.
Encourage students to “dress up” for their event or consider wearing “Roman”
costumes. Have an administrator hand out certificates to each participating
student. Try to involve students in planning this day as much as possible. Students
should feel that this is their day! Some possible student responsibilities could be:
c Create an invitation for the event, to invite other classes, teachers,
administrators, and parents.
c Create a “press release” about the event for the school newspaper.
c Decorate the auditorium or room where you are holding the event.
c Plan and prepare refreshments for the audience.
c Write memos or letters informing other teachers, administrators, and
custodial staff any schedule or room changes caused by the event.
Each student should be given an opportunity to present his or her work, but
remember to keep it brief. Try to vary the types of presentations as much as
possible. If several students worked on a project together, each one should
participate in presenting the work. Whenever possible, use projectors or television
monitors to showcase digital presentations, such as the multimedia presentations.
Encourage your students to summarize or discuss what they learned and how they
accomplished their task, rather than “reading” their work to the audience.
Each student should prepare what he or she will say. Give students plenty of time
to rehearse ahead of time. If students haven’t presented in front of an audience
before, you may have to model this for them. Discuss criteria for presenting like
making eye contact and speaking slowly.
Finally, have fun. This is your reward for a job
well done!
Page 19
LEARNING TO STORYBOARD:
Students will be working with storyboards throughout this project. However, your
students may not know what a storyboard is or how to develop one. The following
activity will help students learn the basics of storyboarding.
A storyboard is a way to graphically organize and show a sequence of ideas. Since it
is easier to create a storyboard for a finished product, tell your students to they are
to create a storyboard based on a short piece of video, such as a television
commercial. You may choose to
SHOT#
SHOT#
SHOT#
have the whole class use one
_____
_____
_____
commercial or have each group
V
ISUALS
create a storyboard on a different
(SKETCH
commercial.5
WHAT YOU
A storyboard can take many
WILL SEE)
different formats. The format you
develop for this practice activity
NARRATION
will be used for the actual
storyboards students will create in
LISTMEDIA
the project.
Use the following checklist to help
make decisions about what format you want the storyboard to take:
c Do you want the storyboard to be done on a computer or by hand? Is either
format acceptable?
c Are you going to create a template for students to use? (Many teachers create
a generic template on the computer and students use Post-It notes to write
information. This makes it very easy to make changes as the project
progresses.)
c Visuals: Should students sketch what the “shot” will look like, or should they
describe the shot in a few short sentences?
c Narration: Do you want students to write out a detailed script or simply
summarize what will be said?
c What other information do you want included (such as music, special effects,
titles, etc)?
I NTERNET R ESOURCES
•
•
•
5
Storyboard elements: http://www.indezine.com/ideas/storybrd.html
Creativity Lab: http://www.creativitylab.com/jump_start/storyboardfrm.htm
All about storyboarding: http://w3.tvi.cc.nm.us/~jvelez/MMS170/storyboard/
If you think it is appropriate, consider assigning this activity for homework. This can save class time
and allow each student to choose his or her own commercial.
Page 20
ADDITIONAL INTERNET RESOURCES:
General Roman Links:
• http://www.bbc.co.uk/schools/romans/
• http://www.dalton.org/groups/rome/
• http://www.historyteacher.net/GlobalHistory-1/WebLinks/WebLinksAncientRome.htm
• http://www.bitsofhistory.com/info/timeline.html
• http://members.aol.com/Donnclass/Romelife.html
• http://www.kent.k12.wa.us/curriculum/soc_studies/rome/Rome.html
• http://www.exovedate.com/ancient_timeline_one.html
Aegyptus
• http://scriptorium.lib.duke.edu/papyrus/texts/rule.html
• http://www.arab.net/egypt/history/et_romanrule.html
• http://www.houseofptolemy.org/
• http://www.wsu.edu/~dee/EGYPT/PTOLEMY.HTM
• http://www.fordham.edu/halsall/ancient/romanegypt1.html
Amphitheatres/Coliseums
• http://www.richmond.edu/~wstevens/romanhistory/history331texts/enginlect.
html
• http://www.ku.edu/history/index/europe/ancient_rome/E/Gazetteer/Periods/
Roman/Topics/Architecture/Structures/amphitheatres/home.html
• http://www.greatbuildings.com/buildings/Roman_Colosseum.html
• http://mason.gmu.edu/~slundy1/
Aqueducts/Plumbing
• http://www.ac-nancy-metz.fr/ia57/jussy/netsco/English/accueil.htm
• http://csweb.bournemouth.ac.uk/consci/text_dor/putnam.htm
• http://www.pbs.org/wgbh/nova/lostempires/roman/aqueduct.html
• http://www.vroma.org/~bmcmanus/baths.html
• http://www.kent.k12.wa.us/curriculum/soc_studies/rome/RomanBaths.html
Augustus Caesar
• http://www.wsu.edu/~dee/ROME/AUGUSTUS.HTM
• http://www.roman-emperors.org/auggie.htm
• http://www.lucidcafe.com/library/95sep/augustus.html
• http://www.fordham.edu/halsall/ancient/suetonius-augustus.html
Britannia
• http://www.roman-britain.org/main.htm
• http://www.athenapub.com/caesar1.htm
• http://www.athenapub.com/boudicca.htm
• http://www.athenapub.com/darkhist.htm
• http://www.yorkarchaeology.co.uk/secrets/roman.htm
Caligula
• http://www.fordham.edu/halsall/pwh/suet-cal.html
• http://www.roman-emperors.org/gaius.htm
• http://myron.sjsu.edu/romeweb/EMPCONT/e050.htm
• http://www.xs4all.nl/~kvenjb/madmonarchs/caligula/caligula_bio.htm
Page 21
Carthage
• http://www2.carthage.edu/outis/carthage.html
• http://i-cias.com/e.o/hannibal.htm
• http://www.arab.net/tunisia/history/ta_carthaginians.html
• http://www.science.gmu.edu/~kengelma/carthage_dir/carthage_history.html
• http://ragz-international.com/carthage.htm
Commodus
• http://myron.sjsu.edu/romeweb/EMPCONT/e083.htm
• http://www.roman-emperors.org/commod.htm
• http://www.newadvent.org/cathen/04166a.htm
• http://myron.sjsu.edu/romeweb/EMPCONT/e083.htm
Constantine The Great
• http://www.newadvent.org/cathen/04295c.htm
• http://www.roman-emperors.org/conniei.htm
• http://www.britannia.com/history/bb324.html
• http://jeru.huji.ac.il/ed31.htm
Etruria
• http://www.agmen.com/etruscans/pag_engl/index.htm
• http://www.wsu.edu:8080/~dee/ROME/ETRUSCAN.HTM
• http://humanities.byu.edu/classes/ital420/Etruscans/
• http://www.fordham.edu/halsall/ancient/etrucans2.html
• http://uk.geocities.com/marce_camitlnas/art.html
Gaul
• http://www.sc.edu/ltantsoc/geogmain.htm
• http://www.athenapub.com/mainpage.htm
• http://www.nipissingu.ca/department/history/muhlberger/4505/show.htm
• http://www.uncg.edu/rom/courses/dafein/civ/timeline.htm
Gladiators and Gladiatorial Games
• http://abacus.bates.edu/~mimber/Rciv/gladiator.htm
• http://www.fordham.edu/halsall/ancient/seneca-letters7.html
• http://www.geocities.com/Athens/Olympus/3296/gladiators.htm
• http://abcnews.go.com/Sections/science/DailyNews/gladiator000912.html
• http://depthome.brooklyn.cuny.edu/classics/gladiatr/gladiatr.htm
Goths/Huns/Vandals
• http://www.ucalgary.ca/~vandersp/Courses/texts/jordgeti.html
• http://www.boglewood.com/timeline/attila.html
• http://www.roman-empire.net/articles/article-016.html
• http://www.sispain.org/english/history/visigoth.html
• http://www.newadvent.org/cathen/11347d.htm
Hadrian
• http://www.umich.edu/~classics/cc/372/sibyl/en/Hadrian.html
• http://www.hadrians-wall.org/
• http://www.fordham.edu/halsall/ancient/aelius-hadrian.html
Page 22
Hispania/Lusitania
• http://www.dartmouth.edu/artsci/classics/PollentiaNet/PollentiaNet.html
• http://www.sispain.org/english/history/roman.html
• http://ancienthistory.about.com/library/bl/bl_spainhispania.htm
• http://gama.inesc.pt/Lusitania/Chronology.htm
Julius Caesar
• http://classics.mit.edu/Plutarch/caesar.html
• http://myron.sjsu.edu/romeweb/empcont/e022.htm
• http://www.wikipedia.com/wiki/Julius+Caesar
• http://www.wsu.edu:8080/~dee/ROME/JULIUS.HTM
Nero
• http://www.fordham.edu/halsall/ancient/suet-nero-rolfe.html
• http://www.roman-emperors.org/nero.htm
• http://www.roman-empire.net/emperors/nero-index.html
• http://myron.sjsu.edu/romeweb/EMPCONT/e053.htm
The Punic Wars
• http://www.wsu.edu:8080/~dee/ROME/PUNICWAR.HTM
• http://history.boisestate.edu/westciv/punicwar/
• http://www.fordham.edu/halsall/ancient/polybius6.html
• http://www.mrdowling.com/702-punic.html
Roman Roads
• http://www.teachingideas.co.uk/history/romanrd.htm
• http://clawww.lmu.edu/~fjust/Students/Tyler/Construction.html
• http://web.bham.ac.uk/leathepd/construction/construction.html
Romulus Augustulus
• http://www.roman-emperors.org/auggiero.htm
• http://www.newadvent.org/cathen/13179c.htm
• http://myron.sjsu.edu/romeweb/EMPCONT/e271.htm
• http://www.roman-empire.net/collapse/romulus.html
Slavery
• http://www.ucd.ie/~classics/96/Madden96.html
• http://www.fordham.edu/halsall/ancient/slavery-romrep1.html
• http://departments.vassar.edu/~jolott/republic1998/spartacus/versus.html
• http://departments.vassar.edu/~jolott/republic1998/spartacus/summary.html
Syria
• http://www.ancientroute.com/people/Zenobia.htm
• http://www.flat3.co.uk/levant/pages/index_damascus.htm
• http://www.zeugma2000.com/zeugma.html
• http://www.syriagate.com/Syria/about/general/history.htm
Tarquinius Superbus
• http://ancienthistory.about.com/library/bl/bl_tarquin.htm
• http://30.1911encyclopedia.org/T/TA/TARQUINIUS_SUPERBUS.htm
• http://www.wikipedia.com/wiki/Lucius_Tarquinius_Superbus&action=print
Page 23
Explore And Discover Guidance Questions #1
Augustus
c Who was Augustus and where was he born?
c When did he become emperor and how did he
accomplish this feat?
c Why was the reign of Augustus considered a
“golden age?”
c What was Augustus’ relationship to Julius
Caesar?
Caligula
Commodus
c Who was Caligula and where was he born?
c Why was he famous, even as a child?
c When did he become emperor and how did he
c Who was Commodus and where was he born?
c When did he become Emperor and how did he
accomplish this feat?
c What does his name mean?
c Why was Caligula assassinated three years
into his reign? Who took his place?
c Why did he choose to dress like Hercules and to
accomplish this feat?
fight as a gladiator?
c What was his fate?
Constantine The Great
c Who was Constantine and where was he
born?
c When did he become Emperor and how did he
accomplish this feat?
c What did Constantine see in the clouds? What
did this make him do?
c Why did he make Christianity the official
religion?
Hadrian
c Who was Hadrian and where was he born?
c When did he become Emperor and how did he
accomplish this feat?
c Why did he commission a wall to be built in
Britannia and what was the effect of this wall on
the Roman Empire?
Julius Caesar
c Who was Julius Caesar and where was he
c
c
c
c
born?
When did he become Emperor?
How did he accomplish this feat?
What did the conspirators think about Caesar?
Why did the conspirators assassinate him?
Romulus Augustulus
c Who was Romulus Augustulus and where was
c
c
c
c
he born?
When did he become Emperor and how did he
accomplish this feat?
What makes this emperor unique amongst all
of the Emperors ever to rule Rome?
Who was Odoacer and how did he affect the
reign of Romulus Augustulus?
How did his fall affect the Roman Empire?
Nero
c
c
c
c
c
c
Who was Nero and where was he born?
When did he become emperor?
How did he accomplish this feat?
Why did Nero have his mother killed?
Why was he rumored to have set Rome on fire?
What was his main goal?
Tarquinius Superbus
c Who was Tarquinius Superbus and where was
he born?
c When did he become the king?
c Why was he chosen to be king?
c Who removed him and how was this
accomplished?
c How did he react to his removal?
Explore And Discover Guidance Questions #2
Aegyptus (Egypt)
c How long did Egypt exist before it became a
Britannia
c Why did Caesar decide to invade Britannia? What
Roman colony?
was in it for him and for Rome?
c Why did Cleopatra seduce Caesar?
c Who were the Ptolemys? What did they have to do
c Who was Boudicca? What problems did she cause
with Egypt?
c When did Egypt become a Roman colony?
c What was the reason for Rome’s conquest of
Egypt and what did it have to gain?
c Where did the Romans settle in Britannia? Why did
for the Romans?
they choose these places?
c When did Caesar invade Britannia? Why did
Claudius have to re-invade??
c Who was Caractacus and how did he become
famous?
Hands-On Activities
Hands-On Activities
1. Create a map of Egypt at the time of the Roman
conquest. Include important physical and political
aspects of the land.
2. Using artistic and written sources for guidance,
create a graphic image of Cleopatra. .
1. Create two maps of Britain: one depicting the
areas that tribes lived in at the time of Caesar’s
invasion, the other depicting Roman settlements
at the time of Boudicca’s rebellion.
2. Design and build a model Roman war ship circa
60 CE.
Carthage
c Why did Rome and Carthage fight the Punic
c
c
c
c
Wars?
Where was Carthage located?
Who was Hannibal?
How did Hannibal manage to invade Italy?
What happened to the city of Carthage as a result
of the Punic Wars?
The Etruscans
c
c
c
c
c
c
Where was Etruria?
What was Etruria’s relationship to Rome?
Why did Etruscans become the rulers of Rome?
Why was Etrurian art so unique?
When did Etruria cease to exist?
How was Etruria destroyed?
Hands-On Activities
Hands-On Activities
1. Using archeological evidence as a guide, build a
model of the ancient city of Carthage.
2. Write a song, poem, or rap about Hannibal.
1. Compare and contrast Etruria and Rome in a
graphic organizer.
2. Create an “artifact” that mimics the style of
Etruscan art.
Explore And Discover Guidance Questions #2
Gaul
Goths, Huns, and Vandals
c Who were Gaul’s original inhabitants?
c Where was Gaul? Why was it important to the
c Who were the Visigoths and why did they seek
Romans?
c Why did Caesar conquer Gaul? What did he gain
by doing this?
c How did Gaul become the modern country of
France? List the steps that led to this transition.
c Who were the Franks? Find out who this tribe was
and how they impacted Gaul.
c Who were the Ostrogoths and why did they come to
Hands-On Activities
Hands-On Activities
1. Construct a map that depicts Gaul at different
times in history between the years 50 BCE to 400
CE. Include all of the physical and political
features that illustrate the land.
2. Create a graphic organizer depicting the famous
Gallic leaders and what happened to them.
entrance into the Roman Empire?
the Roman Empire?
c Explain who Attila was and what he did.
c Who were the Vandals, from where did they come,
and why did they invade Rome?
c Who was Alaric? Why did his troops destroy Rome?
c Why did Odoacer remove Romulus Augustulus and
become the king of Italy?
1. Construct a map that depicts the lands of the
Visigoths, Ostrogoths, the Huns, and the
Vandals. Show their progress into the Roman
Empire.
2. Write a letter from Attila to the Roman Emperor.
Tell him why you are coming to Roman lands
and what you will do when you get there.
Hispania / Lusitania
c When did Rome arrive in the Iberian Peninsula?
c Who were the tribes that were there before the
Romans arrived?
c Why did Rome decide to invade?
c Where did the Romans establish their cities? Why
did they choose these locations?
c How did the Iberians react to Rome’s invasion?
Syria
c When did the Romans make Syria a colony?
c Why did Pompey colonize Syria? What was in it for
him and for Rome?
c Who lived in Syria before the Romans arrived?
c Why was Palmyra so important to the Romans?
c Who was Zenobia and how did she create problems
for Rome?
Cite specific examples.
Hands-On Activities
1. Create two maps of the Iberian Peninsula: one
while it was a Carthaginian colony, and the other
after the Roman invasion and the creation of the
three Iberian colonies. Include vital physical and
political features.
2. Create a model of a village in Hispania or
Lusitania. Use examples such as Coimbriga and
other archaeological evidence as a basis for your
work.
Hands-On Activities
1. Who was Zenobia? Find out who she was and
how she impacted Syrian history. Create a diary
or journal entry that demonstrates what you
learned.
2. Create two maps of Syria, one showing it as a
Roman colony and the other showing it now.
Explore And Discover Guidance Questions #3
Amphitheatres and Coliseums
c Why did the Romans build these structures?
c For what purpose where they used?
c Who could attend performances at these
structures?
c How were these structures built? Who was
responsible for building them?
c Where was the largest coliseum? What was
staged there?
Aqueducts and Plumbing
c What were “Roman baths” and what did Romans do
at the baths?
c Why did the Romans build aqueducts?
c Who was responsible for building aqueducts?
c How were they built? From what were the pipes
made and how were the designed?
c Where were aqueducts most likely to be built?
c How did the Romans design in-door plumbing
systems? How did their central heating systems
work? Where were these systems usually located?
c When did the Romans first build aqueducts?
Gladiatorial Games
c
c
c
c
c
c
When did the games begin?
Why were the games held?
Who could be a gladiator?
Where were the games held?
What were the rules of the fights?
How did the games usually end?
Laws and Politics
c What are the “Twelve Tables” and why were the
important?
c What was the Roman senate? Who could be a
senator and what powers did senators have?
c Describe Roman elections. Who could vote and why
were elections considered “corrupt?”
c Why did the Romans want to have an Emperor?
c What were the three branches of government and
which was the most powerful?
The Punic Wars
c
c
c
c
c
c
c
Who fought in the Punic Wars?
When were these wars fought?
Why were these wars fought?
Where did the battles take place?
Who were Hannibal and Scipio Africanus?
What happened at Cannae?
How did Rome finally crush Carthage?
Roman Roads
c Why did the Romans build so many roads?
c Between which places did the most important
c
c
c
c
roads travel?
Who built these roads?
How were they constructed?
What types of traffic traveled over these roads?
When were most Roman roads built?
Roman Families
c Describe the structure of the Roman family. Who
was in charge?
c How did the Romans treat the elderly?
c How did Romans view the role of women? How did
this role change over time?
c Describe the conditions and traditions of Roman
weddings.
c What was education in ancient Rome like? What
subjects were taught?
Slavery and Slave Revolts
c Who could be a slave in the Roman world?
c Why were slaves valued so highly?
c What did Spartacus do that no other slave had done
before?
c When did this happen?
c Where did the Romans get their slaves?
c How could a slave gain his/her freedom?
: (F ILL IN ___S
A S A P P R O P R I A T E .)
Includes little essential
information and one or
two facts. Includes fewer
than __ pages.
Includes some essential
information with few
citations and few facts.
Includes fewer than __
pages.
Includes essential information
with most sources properly
cited with enough elaboration
to give the audience an
understanding of the topic.
Includes at least __ pages.
Covers the topic completely and
in depth. Includes properly cited
sources and complete
information. Encourages the
audience to want to know more.
Includes at least __ pages.
Includes more than __
errors in grammar,
spelling, punctuation,
capitalization, etc.
Includes between __ and
__ errors in grammar,
spelling, punctuation,
capitalization, etc.
Includes fewer than __ errors
in grammar, spelling,
punctuation, capitalization, etc.
Grammar, spelling, punctuation,
and capitalization are correct. No
errors in text.
Cannot work with others
in most situations.
Cannot share decisions
or responsibilities.
Works with others but
has difficulty sharing
decisions and
responsibilities.
Works well with others. Takes
part in most decisions and
contributes a fair share to
group.
Works well with others.
Assumes a clear role and
related responsibilities.
Motivates others to do their best.
Has great difficulty
communicating ideas.
Uses poor voice
projection. Shows little
preparation or incomplete
work.
Has some difficulty
communicating ideas due
to one or more of the
following: voice projection,
lack of preparation, or
incomplete work.
Communicates ideas with
proper voice projection.
Adequate preparation and
delivery apparent.
Communicates ideas with
enthusiasm, proper voice,
projection, appropriate language,
and clear delivery. Is able to get
audience enthusiastic or
interested in topic.